Global Advanced Research Journal of Management and Business Studies (ISSN: 2315-5086) Vol. 5(7) pp.

172-177, July, 2016

Available online http://garj.org/garjmbs/index.htm
Copyright © 2016 Global Advanced Research Journals

Full Length Research Paper

Influence Workload, Work Ethic and Job Satisfaction

toward Teacher’s Performance (Study of Islamic-based
School in Makasar- Indonesia)
Muh Akob
Sekolah Tinggi Ilmu Ekonomi Makassar YPBUP (STIEM BONGAYA), Jln. Andi Mappoudang 28 Makassar - Indonesia
Phone: 0411- 873797 (K) - 0411-8115777 (R), 081 625 6071 (HP)
Accepted 02 July 2016

This study aims to demonstrate empirically the effect of partial and simultaneous Workload, Work ethics
and satisfaction on Teacher Performance. Population and the study sample was 57 teacher performance of
Islamic-based School in Makasar - Indonesia. Technique of sampling used in this study using a
questionnaire method of data collection. The results showed that the workload is located in the High
category amounted to 44.12%, in the category of work ethic is lower by 41.18%, teacher job satisfaction is
at a low category of 47.06% and Teacher Performance located in category worse by 41.18%. Direct and
indirect influence on the whole are as follows: the effect of variable workload (X1) of 33.64%, Work ethics
(X2) is 17.95%, job satisfaction (X3) of 27.30% so that the total effect of X1, X2 , X3 to Y is equal to 78.89%.
Based on the results of this study concluded that the effect of a very large workload on teacher work ethics
and job satisfaction, which in turn will influence the performance of the execution of the work. However,
there are other factors that affect the performance of which allows future research to examine these factors.

Keywords: workload; work ethics; satisfaction; performance.

INTRODUCTION

Education has a very important role in the development
and survival of the nation. The personnel who deal
directly with the task of providing education are the
principal and teachers. In the exercise of its functions and
duties, the teacher as a profession which bears the
specific requirements, Teacher is one of the determining
factors of high and low quality of education, then any
attempt to improve the quality of education needs to give
great attention to the improvement of teacher
performance.
In all education system, the performance of teachers is
one of the handfuls of factors determining school
effectiveness and learning outcomes. (Sarita and Tomer,
2004) view teaching is one of the most influential
profession in society. Teachers are the lifeblood of any
education system.
Teachers are required to have performance that is able
to provide and realize the hope and desire of all parties,
especially the general public who have trusted the school
and teachers in fostering students. To achieve a good
quality of education is strongly influenced by the
performance of teachers in performing their duties so that
the performance of the teacher becomes an important
requirement to achieve educational success. In general,

the quality of education that is both a benchmark for the
success of the performance which is shown by teachers.
But nowadays much lameness occurred in the
education system; due to the implementation of the
principle of education is less than perfect. Curiously,
although the teachers have a complete knowledge and
experience in the theories of learning, but many of them
are running away from the responsibility of education.
There are many teachers who do not pay attention to the
discipline of work because it is so large workloads they
face. The disciples left alone free to do whatever they
want. This situation is constantly taking place throughout
the day. As a result, many students are weak in trouble
thinking, reading, and writing.
Further, the task of teachers is closely related to human
resource development through education sector,
therefore it is necessary efforts to improve the
performance of teachers in order to become a
professional force. To improve the performance of
teachers we need to hold coaching constantly and
continuously. Improved performance of teachers through
the provision of upgrading, training and providing the
opportunity to further develop but should also pay
attention to the teacher in terms of the others such as
increased discipline, work ethics, counseling or
supervision, incentives, a decent salary, thus enabling
teachers be satisfied in work as educators. That why,
Satisfaction with teaching as a career is an important
policy issue since it is associated with teacher
effectiveness which is ultimately affects student
achievement. Beside that, (Mohanty, 2000) explains that
teacher performance as the most crucial input in the field
of education. Teachers are perhaps the most critical
component of any system of education.
Factors of workload are a factor encountered by
teachers in the school environment. The workload is a set
or a number of activities that must be completed by an
organizational unit or office holders within a certain
period. The workload is stipulated in the Regulation of the
Minister of National Education No. 30 of 2011 for some
teachers there that adds to their workload, some teachers
do not give rise to the workload. Even more so for RSBI
as designed based international school, the school
should be an example for other schools, so that teachers
are required to have the ability and skills to better
teaching.
Many previous studies in and outside the country have
studied teacher workload in general. However, less
relevant studies focused on the workload of teachers.
Some related studies on teacher’s workload included
research by Abdull Sukor Abd. Rahim and Mohamad
Yazi; Azita; Angle et al.; Ballet and Kelchtermans;
Bridges and Searle; and Galton and MacBeath (Abdull
Sukor et al., 2006; Azita, 2012 ; Angle et al., 2008; Ballet
and Kelchtermans, 2009; Bridges and Searle, 2011;
Galton and MacBeath, 2010). All these studies examine
Akob, 173
the general workload of teachers in performing their
duties and responsibilities in the school.
LITERATURE REVIEW
Workload
Various definitions of the workload have been submitted
by previous researchers. According to Harold (Harold,
1984), workload refers to all activities that involved
teachers’ time either directly or indirectly with
professional duties, responsibilities and interests. While
according to (Wefald et al., 2008), Workload refers to the
amount of work that must be done by employees. The
workload is stipulated in the Regulation of the Minister of
National Education No. 30 of 2011 for some teachers
there that adds to their workload, some teachers do not
give rise to the workload.
Workload also refers to the total time a teacher teaches
in class, the time allocated to accomplish the school work
or official duties as a teacher in school and also after
school hours. Workload is also a form of responsibilities
expected to be performed by teachers although not
favorable. These responsibilities include teaching and
learning, co curricular activities, file management,
meetings and anything related to the official duties as a
teacher (Azita, 2012). Referring to the many definitions of
workload, we could conclude that workload is the total
time taken for teachers to accomplish their official duties
in or out of the school hours. Workload could be
measured by the total time taken to accomplish a
particular task. However, several models are used in
studies regarding teacher workload and one of them is
the Priority Model (Cooper, 2013).
Islamic Work Ethics
(Ahmad, Shukri and Musa Owoyemi, 2012) defines the
work ethic of Islam as a set of values or belief system
derived from al-Qur "an and the Sunnah of the labor and
hard work. Rizk (2008) in (Mari etal., 2012) found the
work ethic of Islam is the orientation towards work, and
almost equal to the goodness in people's lives.
According to (Ali and Al Owaihan, 2008), Islamic Work
Ethic is an orientation that shape and influence the
engagement and participation of Muslims in the
workplace. Islamic work ethic see work as a way to
interest over the private interests of economic, social, and
psychological, social prestige resume, improve social
welfare and strengthen the faith.
Further, according to (Rokhman, Wahibur 2010) Islamic
work ethics can be also defined as a set of moral
principles that distinguish what is right from what is wrong
Meanwhile, the work ethic of Islam is also the orientation
174 Glo. Adv. Res. J. Manage. Bus. Stud.
towards work and work as a virtue in human life
approach. The work ethic of Islam is originally based on
the Qur'an, the teachings of the Prophet symbolized that
hard work causes of sin will be forgiven and the legacy of
the four caliphs of Islam. The Islamic work ethic is built on
four main concepts, namely businesses, competition,
transparency and responsible behavior. (Ali and Al
Owaihan, 2008) The overall concept implies that building
a business with minimum restrictions or no restrictions at
all and with a vibrant environment will basically produce
high performance and well-being will be widespread.
From the definition above can be concluded that the
Islam work ethic is a principles, value system, or
orientations held an organization in determining the work
behavior or business decision-making is right and wrong
based on Sharia al-Qur "an and the Hadith the prophet
Muhammad SAW.
Many studies about the work ethic of Islam has been
done, ranging from (Ali, 2001), which resulted in scale to
the work ethic of Islam, (Ali and Al Owaihan, 2008)
defines the fundamentals of work ethics of Islam consists
of 11 concepts previously described, namely, "pursuing
legitimate business "," wealth must be earned "," quality
of work "," wages "," reliance on self "," monopoly ","
bribery "," deeds and intention "," transparency "," greed
", and "generosity". But no studies that clearly define the
dimensions of the work ethic of Islam, so (Chanzanagh
and MAkbarnejad, 2011) describes seven dimensions of
work ethic Islam is, "Work intention", "Trusteeship", "Work
type", "Work for the Islamic Ummah" "Justice & Fairness",
"Cooperation and collaboration" and "Work as the only
source of ownership"
Job Satisfaction
The concept of job satisfaction does not have a
conventional definition despite being widely researched
by many scholars. (Zembylas and Papanastasiou, 2006)
argue that there is no conventional definition of the
concept of job satisfaction although many scholars have
studied it for a long time. The concept of teacher job
satisfaction is defined as the “teacher‟s affective relation
to his or her teaching role and is a function of the
perceived relationship between what one wants from
teaching and what one perceives it is offering to a
teacher.
According to (Spector, 1997), job satisfaction is defined
as “simply how people feel about their different aspects of
their jobs. It is the extent to which people like
(satisfaction) or dislike (dissatisfaction) their jobs.” Job
satisfaction is an affective reaction to an individual’s work
situation. It can be defined as an overall feeling about
one’s job or career or in terms of specific facets of the job
or career (e.g., compensation, autonomy, coworkers) and
it can be related to specific outcomes, such as
productivity (Rice et al., 1991). With teachers, satisfaction
with their career may have strong implications for student
learning. Specifically, a teacher’s satisfaction with his or
her career may influence the quality and stability of
instruction given to students. Some researchers argue
that teachers who do not feel supported in their work may
be less motivated to do their best work in the classroom
(Ostroff, 1992)- (Ashton and Webb, 1986)
Additionally, (Mbua, 2003) then, defines job satisfaction
as “the fulfillment acquired by experiencing various job
activities and rewards.” Whereas, job satisfaction is
defined as “the amount of importance a school places on
its human resources” (Lunenburg and Ornstein, 2004).
They also refer to it as job morale which according to
(Luthans and Kreitner, 1975), “has been replaced by job
satisfaction.
Moreover, for Robbins, the concept job satisfaction
refers to the employee‟s feelings about her or his job.
Similarly, Robbins & Judge stated that job satisfaction is
a positive feeling about the work of someone who is the
result of an evaluation of its characteristics. An employee
with high levels of job satisfaction has positive feelings
about his job, while a disgruntled employee had negative
feelings about his job (Robbins et al., 2008).
Locke in (Luthans, Fred 2006) gives the definition of job
satisfaction is an emotional state that is happy or positive
emotions derived from the assessment of a person's job
or work experience. Job satisfaction is a result of the
employees' perception of how good a job they do provide
things that are considered important.
(Kreitner and Kinicki, 2010) explains that the five
models of high job satisfaction focusing on different
causes. The causes are need fulfillment, discrepancies,
value attainments, equity and dispositional / genetic
components. Factors that influence job satisfaction
according to (Luthans, Fred 2006) is as follows: The work
itself, salary, promotion, Monitoring Working Group and
Working Conditions
Teacher Performance
Under the National Education System Law No. 14 of
2005 article 1, the teachers are professional educators
and scientists with the main task of transforming, develop
and disseminate science, technology, and art through
education, research, and community service.
Performances are very much depending on perception,
values and attitudes. There appear to be so many
variables influencing the job performance that is almost
impossible to make sense of them. Performance is
defined as a function of individual ability and skill and
effort in a given situation. Porter and Lawler as cited by
(Fred et al., 2008) suggested that satisfaction will affect a
worker’s effort, arguing that increased satisfaction from
performance possibility helps to increase expectations of
performance leading to rewards.
According (Rao and Kumar, (2004), performance of
teachers mainly depends on the teacher characteristics

such as knowledge base, sense of responsibility, and
inquisitiveness; the student characteristics such as
opportunity to learn, and academic work; the teaching
factors such as lesson structure, and communication; the
learning aspects such as involvement and success; and
the classroom phenomena such as environment and
climate, and organization and management. If the
teachers take care of these factors, their performance
can be enhanced to the optimum level.
Faustini Gomes Cardoso cited of (Mangkunegara
Anwar Prabu, 2009) said that the performance was a
record result in the production of a specific job function or
activity during a specific time period, comprising:
1) Quantity of work, the number of jobs that can be
completed in a certain period
2) Quality of work, quality of work achieved by the
requirements specified.
3) Job knowledge, the understanding of teachers on
work procedures and information about the job.
4) Creativeness, namely the ability to adapt to the
conditions and reliable in the work.
5) Cooperation, namely cooperation with colleagues
6) Dependability, namely the ability to complete the
work without depending on others.
7) Initiative, namely the ability to bring forth ideas in
work
8) Personal quality, the ability in various fields of
work
RESEARCH METHODS
This study was an observational analytic study with cross
sectional approach, where the study variables were
measured at the same time to a sample of teachers who
have defined criteria. Target populations in this study are
teachers of Islamic- based school in Makassar Indonesia.
While the study sample was taken by purposive
sampling, non-random sampling scheme with certain
restrictions for specific explicit purpose.
This research is an analytic observational study with
cross sectional approach, where the study variables were
measured at the same time on a sample of teachers who
meet the criteria in question. The target populations in
this study are based school teachers of Islam in
Makassar Indonesia. While this sample was taken by
purposive sampling of non-random sampling scheme with
certain restrictions for certain explicit purpose.
Testing of the validity and reliability of the instrument
used in this study aimed directly at the sample.
Consideration is because n? N, the number n (sample) is
almost equal to N (population), so there is a chance n
(sample) obtains repeatability of measurements. The
reliability of measuring instruments / instrument
performance seen from the Alpha Cronbach and the
results obtained? = 0.789 thus be concluded that this
measure includes having high reliability.
Akob, 175
The research method is a method of verification, using
path analysis. The path coefficients are coefficients that
does not discount the unit, so it can be concluded that the
greater the path coefficient, the relatively greater
influence given that variable. The path analysis can be
described as follows:
The figure above shows that between X1, X2, X3 to Y
there is a relationship. While the relationship X1 to X2, X1
to X3 and X2 to X3 is a correlational relationship.
The above diagram can be expressed by the structural
equation as follows:
Structural equation:
Y = ρyx1 X1 + ρyx2 X2 + ρyx3 X3 + ε ρ
Description:
X1 = Workload
X2 = Work Ethics
X3 = Satisfaction
Y = Teacher Performance
ε = Valuable Epsilon
RESULT AND DISCUSSION
Based on the calculation result, variables that have the
highest degree of correlation is workload (X1) on the
performance (Y) with r = -0.776. From the results of these
calculations it can be stated there is a negative
relationship between workloads with performance-based
school teacher of Islam in Makasar. Sequences that have
a high correlation followed were a correlation between job
satisfaction (X3) on the performance (Y) with a value of r
= 0.765, From the results of these calculations it can be
stated there is a positive relationship between job
satisfaction and performance-based school teacher of
Islam in Makasar. A positive correlation with the direction
it can be stated that, the lower the job satisfaction of the
performance-based school teacher of Islam in Makasar
will be low.
Next Relations between ethics (X2) with performance
(Y) with a value of r = 0.697. From the results of these
calculations it can be stated there is a positive
relationship between ethics with performance-based
school teacher of Islam in Makasar. A positive correlation
with the direction it can be stated that, the lower the
ethics of the performance-based school teacher of Islam
in Makasar would be lower. As for the correlation
between the independent variables are the highest
values of work ethic (X2) and job satisfaction (X3) r =
0.602, From the results of these calculations it can be
stated there is a positive relationship between ethics and
job satisfaction of teachers of Islamic-based schools in
Makasar.
Furthermore, the workload (X1) and job satisfaction
(X3r = -0.585. The results of these calculations it can be
stated there is a negative correlation between workload
and job satisfaction of teachers of Islamic-based schools
176 Glo. Adv. Res. J. Manage. Bus. Stud.
Figure 1. Path Diagram
Figure 2. Structural Equation Model
in Makasar. And that has the lowest correlation is
workload (X1) and a work ethic (X2) the value of r = -
0.519. the results of these calculations it can be stated
there is a negative correlation between workload with a
work ethic based school teachers of Islam in Makasar.
From the picture above is obtained structural equation
model of the workload (X1), work ethics (X2) and
satisfaction (X3) on the performance (Y) is:
Y = ρyx1 X1 + ρyx2 X2 + ρyx3 X3 + ρyε
Y = -0,4336(X1)+ 0,2574(X2)+0,3568(X3)+0,2112(ε1)
From the equation above, shows that the effect of
variable workload (X1) which directly determine changes
in performance variable (Y) is 18.80% and that through a
relationship with ethics (X.2) amounted to 5.79%. and
that through a relationship with job satisfaction (X.3)
amounted to 9.05%. Thus the total work load variables
(X1) determine changes in performance variable (Y) of
33.64%.
If the data obtained from the results of the effect of
variable ethics (X2) that directly determines the changes
in the performance variable (Y) of 6.63 and that through a
relationship with the workload (X1) of 5.79%, as well as
through relationships with job satisfaction (X3) amounted
to 5.53%. Thus the total variable ethics (X2) determine
changes in performance variable (Y) of 17.95%.
From the results if the data obtained influence job
satisfaction variables (X3) that directly determines the
changes in the performance variable (Y) amounted to
12.73% and that through a relationship with the workload
(X1) of 9.05%, as well as through relationships with
ethics (X2) is 5.53%. Thus in total job satisfaction
variables (X3) determine changes in performance
variable (Y) of 27.30%.
CONCLUSION
Based on the results of data collection and processing,
testing hypotheses and discussion of the results of the
study, the conclusions of this study are as follows:
1. The workload has a significant influence on the
performance-based school teacher of Islam in Makasar.
This means that the workload is felt can determine work
behavior or teacher performance Islamic-based school.

2. The work ethic has a significant influence on the
performance-based school teacher of Islam in Makasar.
This means that teacher’s ethics will do their best to
achieve its goals one by displaying optimal performance.
Instead teacher unethical to work then the work shown is
not maximized.
3. Job satisfaction has a significant influence on the
teacher performance Islamic-based school in Makasar.
This means that teachers have job satisfaction can
determine the behavior of the teacher with the
performance shown.
4. The workload, work ethics and job satisfaction
have a significant influence on the teacher performance
of Islamic-based school in Makasar. This means that the
workload, work ethics and job satisfaction together can
provide changes in teacher performance Islamic-based
school in Makasar.
ACKNOWLEDGEMENTS
This work was supported by Sekolah Tinggi Ilmu
Ekonomi Makassar YPBUP (STIEM BONGAYA),
Indonesia.
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